An Analysis Of The Teaching Strategy Of Character Evaluation In The New History Textbook Of Junior Middle School

The new edited textbook has been widely used in primary and secondary schools all over the country.The use of the new textbook has brought some new changes to the classroom teaching of junior middle school history,and the corresponding teaching implementation methods should be adjusted accordingly to meet the requirements of the new textbook and new learning objectives.In this paper,after the use of the new textbook,the author makes an analysis of the teaching of the evaluation of historical figures,and expounds the relevant strategies according to the relevant materials and practical experience.The introduction is mainly composed of three parts.It introduces the background,significance and current situation of the research.The current situation of the research is mainly about the historians' evaluation of historical figures and the teachers' research on the teaching of historical figures,including papers and works,as well as the views put forward.This paper discusses the controversial issues about the evaluation standards in the evaluation of historical figures.The first chapter is divided into three parts.First of all,it is about the analysis of historical figures in the new textbook.It makes a comparison between the new part of the textbook and the previous user education version of the textbook in terms of content.At the same time,it makes statistics and classification of the historical figures selected in the part of the textbook.Secondly,it expounds the principles and methods,which are commonly used in this kind of teaching.Finally,it analyzes the characteristics and requirements of the teaching value of historical figures.The second chapter is the significance of junior high school historical figures evaluation teaching,which is divided into two parts.The first part is based on the relevant research materials and the author's practice experience,summed up several reasons for the cognitive problems of historical figures before the formal learning of students,which is also the problems faced by the teaching of character evaluation and the significance of the existence;the third part is based on the relevant information and knowledge,to analyze the influencing factors that affect the formation of cognition of middle school students.The third chapter is the suggestions of junior high school historical figures evaluation teaching,mainly divided into two parts.The first part is the problems to be avoided in teaching,which is summarized according to the relevant reference materials and the observation and learning in the practice process;the second part is the teaching strategy suggestions,which are understood and recognized in the process of reading materials and the learning process of other teachers,so these strategies and suggestions are elaborated for reference.Under the new situation,the most comprehensive part of the history class is the evaluation of historical figures.Limited by knowledge and various factors around,it is difficult for learners to make a fair and objective evaluation of historical figures,which requires teachers to guide students to have a good class,so that they can master the correct evaluation methods of historical figures.